高校教职工脂肪肝的调查结果

目的了解我校教职工脂肪肝检出情况及相关因素。方法对我校536名教职工进行健康体检(腹部B超、查血脂等),对脂肪肝及相关因素进行统计分析。结果我校教职工脂肪肝总检出率为24.4%,男性为37.2%,高于女性的9.3%,差异有统计学意义(p<0.05);随着年龄的增加,脂肪肝的检出率呈上升趋势,但30岁以下组也达到了10.1%,各年龄段比较差异有统计学意义(p<0.05);高脂血症组脂肪肝检出率为38.0%,高于非高脂血症组的18.5%,差异有统计学意义(p<0.05)。结论我校教职工脂肪肝发病与性别、年龄和血脂有关,并呈现发病年龄提前及年轻化趋势。     

临床检验基础实验教学的几点体会

临床检验基础是一门实践性很强的学科。提高教育者本身的素质、改变教育模式、优化实验内容、注重实验报告的书写、加强双语教学，可提高教学效果。     

五年制医学专业生物化学PBL教学实践与初探

目的激发学生的学习兴趣与参与意识，培养高素质的医学人才。方法将学生分成若干小组，每小组10人，在1名教师指导下进行三段式PBL教学。结果学生由被动变为主动，学习的积极性提高了，综合分析问题和解决问题的能力、口头表达能力与交际能力提高了，同学之间的协作关系加强了。结论PBL教学比单纯灌输的教学效果要好。不过，进行PBL教学时要选好年级、选好班级、选好教师。     

军队卫生勤务学教学模式探索

在军队卫生勤务学教学中，将卫生勤务学的实践教学内容系统化，提出卫勤课堂作业＋卫勤图上作业＋卫勤演练＋战救技术等为主线的卫勤实践教学模式，并通过有效的教学管理确保卫勤实践教学标准、规范，全程质量监控。其中，卫勤演练包括了卫勤专项训练、军事医学综合演练、卫勤联合演练等多种形式；战救技术教学也作为一门独立课程实施；并将为部队医院进行的训练指导，看作是卫勤实践教学的拓展，教学相长，反馈、促进院校教学。     

军队综合性医院临床教学管理工作思考

临床教学管理工作是综合性医院管理工作的重要组成部分。本院作为一所基层军队综合性医院，在临床教学管理上狠下功夫，从教学管理机构的组织、教学制度的规范、教师资格的选拔、奖惩机制的设立等方面进行了初步探索，在管理实践中取得了良好效果。     

药理学教学中学习动机培养几点体会

学生学习动机的培养作为一种非认知因素在药理学教学过程中具有极为重要的作用。介绍培养学生学习动机的点滴体会。     

加强外科实训教学 培养实用型人才

使笔者深刻体会到外科实训在“实用型”人才的培养方面具有举足轻重的作用。根据多年的外科实训教学经验总结,本文提出改进外科实训教学方式,提高实训效果。以此提高职业教育水平,为社会培养更多的实用型人才。     

高职护生生化教学方法的探讨

生物化学是一门重要的医学基础理论课，教学中长期以来一直被认为是抽象、难懂和内容多、难记忆的学科。笔者在多年的教学实践中探讨一些生物化学的教法，如巧用导语，鉴赏学科美，恰当应用多媒体课件，注重教学过程等。     

Feasibility analysis of a personalized training plan for learning research methodology

OBJECTIVES: To determine the performance in learning clinical research methodology (CRM) by means of the Keller Plan (KP), to assess its impact on attitudes towards research (AR) and to estimate its acceptability. DESIGN: An educational intervention trial was employed with control group (CG) and random assignment. SETTING: The Family and Community Medicine Teaching Unit in Valencia, Spain, 1997. SUBJECTS: Third-year family residents. RESULTS: In the KP both specific written self-teaching material and interactive computer programme were used, focusing on the tutored resident, with compulsory assessments to continue. In the CG a conventional course was followed. Knowledge of CRM and the AR test (previously validated in another study) were measured at the start. Four tests of successive knowledge, time spent studying, tutorials, final AR test and acceptability were conducted. Non-parametric tests were used. Forty (89%) residents participated, 22 were assigned to KP and 18 to CG. Similar basic characteristics, with exception of AR test (medians 55 Keller, 58 control). KP knowledge tests significantly higher (P = < 0.05) than the CG (medians 101, 88) along with time spent studying (medians 53, 23.4 h). There were no significant differences in AR test, although there was an improvement in both groups, significant in KP but not in CG (median increase of 4.5 and 2). Nine residents used and positively assessed the computer programme. Better acceptability was obtained by the KP in overall evaluation, recommendation of the method and learning dynamic. CONCLUSIONS: The KP obtained better knowledge, motivated studying and was positively accepted.     

Methods of teaching stapedectomy

OBJECTIVES: Establish a better method of teaching residents stapes surgery, with the goal of improving surgical outcome. STUDY DESIGN: A stapes surgery teaching module was developed with specific criteria to evaluate resident performance. A prospective study of stapes surgery performed by teaching module trained residents was compared with a retrospective review of stapes surgery performed by non-teaching module trained residents. METHODS: Four residents naive to stapes surgery were assigned to a stapes surgery teaching module. Stapedectomy of 20 temporal bones per resident, with six 3-hour laboratory sessions, was performed. Laser (CO2 and argon) as well as mechanical techniques were used. Specific scoring criteria were applied to measure performance. Results of actual stapes surgery of teaching module trained residents were compared with those of a comparable group of non-teaching module trained residents. RESULTS: Laser techniques in the laboratory resulted in statistically significantly better scores by defined criteria than mechanical techniques. Results of actual stapes surgery performed by teaching module trained residents demonstrated a trend toward better surgical results, although this was not statistically significant. CONCLUSIONS: Graded operative experience and standard temporal bone surgery courses may not adequately prepare residents for stapes surgery. A teaching module with criteria to evaluate performance better prepares residents for this delicate procedure. Lasers provide a significant advantage in the laboratory model and should be used by residents at surgery. Residents not wishing to perform stapes surgery because of career pathway should be encouraged to turn over their cases to fellow residents.